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Teaching and research are an academic's two main responsibilities. The performance of these two roles (teacher and researcher) can be clearly separated or noticeably interwoven in a continuous reflective process that shares and interchanges positionalities and references. Research projects, in the context of the quality research group ESBRINA--contemporary subjectivities and learning environments (2009SGR 0503)--are usually started by making explicit the group's personal viewpoints regarding the topic they are scrutinising. As a result, different autobiographical accounts have been developed which provide complex and in-depth explanations of the process of constructing the research topics and relationships that are delved into. This article starts by offering a context for the research group's epistemological frame and argues for the need to conduct autobiographical accounts as a research strategy. This approach is illustrated by looking into the narratives recently written for two research, development and innovation projects. The first one was aimed at understanding how novice teachers are learning to become teachers under post-Fordist working conditions, and the second endeavoured to explore how teenagers are learning from multiple literacies inside and outside of school. The article concludes by pointing out the European dimension of the research and the lessons learnt regarding the dilemmas on writing autobiographical accounts as part of a research process.

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Copyright of Fonseca: Journal of Communication is the property of Revista Fonseca Journal of Communication and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores the learning of different forms of masculinity by young people from fifteen to twenty years old. The evidence was obtained from in-depth interviews with eighteen young people who represented, from diverse sexual, cultural, family, and corporal situations, different ways of experiencing and moving through masculinity. Through narrative methodology and topical analysis, we addressed one of the interviews' emerging themes: the role of school and relationships among equals in constructing masculinity. Although its importance is recognized, school is simply one context more where individuals, according to their genetics and previous and parallel experiences, establish a type of relation and meaning to allow this construction. [ABSTRACT FROM AUTHOR]

In recent years, the huge development of digital information and the communication technologies, which have been presented as the panacea of education, has grasped a great dose of attention. In this article, after expressing our position in front of technology, we briefly characterize an optimistic discourse around the digital technologies that not only has failed to fill the expectations raised but, by focusing in their immense possibilities, has constantly neglected the test of the components of the educational system. Subsequently we address the initial and in-service professional development of teachers that configures itself as a fundamental factor to transform and improve the educational practice, 'this time with the aid of the ICT. The analysis of the policy and the practice of promotion of the use of ICT carried out in Catalonia, in the last 25 years, allows us to glimpse the inadequacy of the initial and in-service professional development of teachers, not only to respond to the educational needs of the current society, but for achieving the own objectives of the Computers in Education Program. [ABSTRACT FROM AUTHOR]

Highlights the Second European Conference on Information Technology in Education and Citizenship (TIEC), held in Barcelona, Spain in June 2002. Process of planning and use of information and communications technology (ICT) in learning and teaching environments; Impact of ICT on teaching practice; Training of the various agents involved in the educational system.